Grade Level: 11 Topic: 1880s and 1890s of Russian History
Objectives:
Student will understand that the Russian revolution happened for many reasons, two of which are the need for equality and the hatred of absolutism.
Student will know about the Narodnaya Volya, assassination of Alexander II (1881), pogroms (1881-2), counter-reforms, "Senseless Dreams" speech (1895), and founding of Socialist parties (1898-1902).
Student will be able to decide which events caused the most change.
Maine Learning Results Alignment
E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade 9-Diploma "The Russian Revolution 1917"
Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
a. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.
Rationale: Students will learn about the events leading up to the Russian Revolution using information from primary and secondary sources. They will start learning about Socialism and why that form of government plays a big part in today's world.
Assessment
Formative (Assessment for Learning)
Students will figure out which events caused the most change from the teacher's presentation. After self-assessment, the students will remake their list of events that caused the most change.
Summative (Assessment of Learning)
Students will take a quiz on the information covered in class. After the quiz, have the class make a list of the events that caused the most change in order of the degree of change and compare it to other classes. Then, the students will create a poster showing the key events covered in the lesson.
Integration
Technology- Notes will be taken on the students' laptops.
English- The students will be using their previously learned writing skills to create the blog.
Art- Creating the poster will have the students show and practice their artistic capabilities.
Groupings
After self-assessment, the students will work in partners with the person sitting next to them to go over the information learned in class. They will discuss with each other what events covered in class were the most important and which ones had greater impact on the Russian future. In the pairs students will be equal collaborators. Students will be in groups of three or four depending on the class size to work on their posters. Groups will be decided by the students for this project. The students will be equal collaborators and no roles will be assigned.
Differentiated Instruction
Strategies Linguistic: Presenting to the class. * Logical-mathematical: Analyzing the effect of the counter-reforms and other key events talked about in the lesson.
Spatial: Creating a poster and showing it to the class.
Bodily-kinesthetic: Using their laptop to take notes and getting up to work with a partner.
Interpersonal: Studying with a partner after the self-assessment.
Intrapersonal: Making the list of events that caused the most change on their own and then self-assessing.
Modifications/Accommodations
I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
Absent Students: Absent students will be required to speak to the teacher about what they missed in class. All assignments and lesson notes must be made up within one week of the absence (e.g. A student absent on a Monday has until the next Monday to make up the work) or the student will receive a zero for the assignment. If a zero is earned, the only way to make the grade up is to prove your learning at the end-of-unit portfolio conference.
Extensions
The poster will help the students use their artistic capabilities to produce a product for the class. The hook will get them thinking and analyzing the material. For current events that are similar to events that occurred in Russia, I will use websites such as www.cnn.com, www.msn.com, and www.nytimes.com.
Materials, Resources and Technology
Laptops
Writing Implements
Lined Paper
Current Events
Poster board
Markers
Quiz Spider Chart Poster Checklist Content Notes (teacher only)
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: The teacher will use differentiated instruction to reach the students and help them learn in the way that suits them the best. The classroom will be organized and the material will be taught sequentially. The students will go in depth on the material being covered and be asked to analyze the information to come to a conclusion. The class will be partnered up and they will learn more about the events and listen to some new viewpoints on the material.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:MI theory and the basic understandings of the lessons will be used to ensure the students are learning the correct material. The Narodnaya Volya, assassination of Alexander II (1881), pogroms (1881-2), counter-reforms, "Senseless Dreams" speech (1895), and founding of Socialist parties (1898-1902) will be covered in the lesson.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Creating the poster will help spatial learners, articulating the notes will help the linguistic learners, bodily-kinesthetic learners will be able to get up and move around and be able to use their laptops, logical students will analyze specific events and use reason, and a combination of partner and solitary work will help the inter and intrapersonal learners.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Pre-assessment, presentation, partner work, and the poster will help the gauge the students' learning of the subject matter. Students will receive feedback on their posters in time for the 10-question quiz. Students will be able to show further mastery at the portfolio conference at the end of the unit.
Teaching and Learning Sequence:
Students will be seated in a "U" in order to see the board and to see the notes that will be put on the board. I will provide the hook for the students by looking at sites like cnn.com, nytimes.com, and msn.com to find current events that are similar to what was happening in Russia in the time period that will be covered. After spending the hook, I will go into the lesson. Students will understand that previous events in Russian history lead to the Russian Revolution. Students will see that the real life connection for this lesson is that what happened in the past shapes our future. Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (15 minutes) Where, What, Why, Hook. Tailor: Linguistic, Interpersonal.
After the hook and pre-assessment, I will present about the Narodnaya Volya, assassination of Alexander II (1881), pogroms (1881-2), counter-reforms, "Senseless Dreams" speech (1895), and founding of Socialist parties (1898-1902). I will check for understanding by having the students come up with which events they think caused the most change alone and then working with the person sitting next to them to exchange ideas. (50 minutes) Equip. Tailor: Interpersonal, Intrapersonal, Linguistic, Logical-Mathematical.
Students will use a Spider chart when they work alone and with their partner to come up with which events they think caused the most change. In the partners, the students will work as a team and will do equal work. As a class, we will talk about our reasonings and decide which reason or reasons are the best. After being with their partners the students will be able to reflect upon their thoughts and their partner’s thoughts as well. Then, the students will be given a poster assignment. The students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources. (15 minutes) Explore, Experience, Rethink, Revise. Tailor: Linguistic, Intrapersonal, Interpersonal, Logical-mathematical, Bodily-kinesthetic.
In doing the poster assignment, the students will work in groups of three or four depending on class size. After the poster presentations, there will be a 10-question quiz over the lesson. Once the poster is graded, I will provide feedback so they can improve upon them for the portfolio conference. Aside from the quiz and the poster, there will be no homework. After making adjustments to their thinking after the first lesson, the students will have new ideas on what events caused the most change in Russian history. Again, future lessons will either strengthen or weaken their beliefs as to what the key events leading up to the Bolshevik Revolution were. (80 minutes) Evaluate. Tailor: Linguistic, Spatial, Interpersonal, Logical-mathematical, Bodily-kinesthetic.
UMF LESSON PLAN FORMAT
Teacher’s Name: Mr. Oliver Lesson # : Two
Grade Level: 11 Topic: 1880s and 1890s of Russian History
Objectives:
Maine Learning Results Alignment
Grade 9-Diploma "The Russian Revolution 1917"
Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
a. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.
Rationale: Students will learn about the events leading up to the Russian Revolution using information from primary and secondary sources. They will start learning about Socialism and why that form of government plays a big part in today's world.
Assessment
Integration
English- The students will be using their previously learned writing skills to create the blog.
Art- Creating the poster will have the students show and practice their artistic capabilities.
Groupings
After self-assessment, the students will work in partners with the person sitting next to them to go over the information learned in class. They will discuss with each other what events covered in class were the most important and which ones had greater impact on the Russian future. In the pairs students will be equal collaborators. Students will be in groups of three or four depending on the class size to work on their posters. Groups will be decided by the students for this project. The students will be equal collaborators and no roles will be assigned.
Differentiated Instruction
Linguistic: Presenting to the class. * Logical-mathematical: Analyzing the effect of the counter-reforms and other key events talked about in the lesson.
Absent Students: Absent students will be required to speak to the teacher about what they missed in class. All assignments and lesson notes must be made up within one week of the absence (e.g. A student absent on a Monday has until the next Monday to make up the work) or the student will receive a zero for the assignment. If a zero is earned, the only way to make the grade up is to prove your learning at the end-of-unit portfolio conference.
Materials, Resources and Technology
Laptops
Writing Implements
Lined Paper
Current Events
Poster board
Markers
Quiz
Spider Chart
Poster Checklist
Content Notes (teacher only)
Source for Lesson Plan and Research
Web Sites for the hook: www.cnn.com, www.msn.com, and www.nytimes.com.
Content Notes: http://www.spartacus.schoolnet.co.uk/Russia.htm
http://www.spartacus.schoolnet.co.uk/RUSpogroms.htm
Maine Standards for Initial Teacher Certification and Rationale
Rationale: The teacher will use differentiated instruction to reach the students and help them learn in the way that suits them the best. The classroom will be organized and the material will be taught sequentially. The students will go in depth on the material being covered and be asked to analyze the information to come to a conclusion. The class will be partnered up and they will learn more about the events and listen to some new viewpoints on the material.
Rationale: MI theory and the basic understandings of the lessons will be used to ensure the students are learning the correct material. The Narodnaya Volya, assassination of Alexander II (1881), pogroms (1881-2), counter-reforms, "Senseless Dreams" speech (1895), and founding of Socialist parties (1898-1902) will be covered in the lesson.
Rationale: Creating the poster will help spatial learners, articulating the notes will help the linguistic learners, bodily-kinesthetic learners will be able to get up and move around and be able to use their laptops, logical students will analyze specific events and use reason, and a combination of partner and solitary work will help the inter and intrapersonal learners.
Rationale: Pre-assessment, presentation, partner work, and the poster will help the gauge the students' learning of the subject matter. Students will receive feedback on their posters in time for the 10-question quiz. Students will be able to show further mastery at the portfolio conference at the end of the unit.
Teaching and Learning Sequence:
Students will be seated in a "U" in order to see the board and to see the notes that will be put on the board. I will provide the hook for the students by looking at sites like cnn.com, nytimes.com, and msn.com to find current events that are similar to what was happening in Russia in the time period that will be covered. After spending the hook, I will go into the lesson. Students will understand that previous events in Russian history lead to the Russian Revolution. Students will see that the real life connection for this lesson is that what happened in the past shapes our future. Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (15 minutes) Where, What, Why, Hook. Tailor: Linguistic, Interpersonal.
After the hook and pre-assessment, I will present about the Narodnaya Volya, assassination of Alexander II (1881), pogroms (1881-2), counter-reforms, "Senseless Dreams" speech (1895), and founding of Socialist parties (1898-1902). I will check for understanding by having the students come up with which events they think caused the most change alone and then working with the person sitting next to them to exchange ideas. (50 minutes) Equip. Tailor: Interpersonal, Intrapersonal, Linguistic, Logical-Mathematical.
Students will use a Spider chart when they work alone and with their partner to come up with which events they think caused the most change. In the partners, the students will work as a team and will do equal work. As a class, we will talk about our reasonings and decide which reason or reasons are the best. After being with their partners the students will be able to reflect upon their thoughts and their partner’s thoughts as well. Then, the students will be given a poster assignment. The students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources. (15 minutes) Explore, Experience, Rethink, Revise. Tailor: Linguistic, Intrapersonal, Interpersonal, Logical-mathematical, Bodily-kinesthetic.
In doing the poster assignment, the students will work in groups of three or four depending on class size. After the poster presentations, there will be a 10-question quiz over the lesson. Once the poster is graded, I will provide feedback so they can improve upon them for the portfolio conference. Aside from the quiz and the poster, there will be no homework. After making adjustments to their thinking after the first lesson, the students will have new ideas on what events caused the most change in Russian history. Again, future lessons will either strengthen or weaken their beliefs as to what the key events leading up to the Bolshevik Revolution were. (80 minutes) Evaluate. Tailor: Linguistic, Spatial, Interpersonal, Logical-mathematical, Bodily-kinesthetic.